MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES 1 Maryland World-Readiness Standards for Learning Languages As a nation we are increasingly aware of our interdependence with diverse cultures and the need for a citizenry that is linguistically and culturally prepared to participate in the world community both inside and outside our borders. Learners must be able to communicate in other languages at higher levels of proficiency and with greater cultural competence than ever before. The Maryland World-Readiness Standards for Learning Languages provide a roadmap to prepare learners to be citizens of the world in order to be successful participants in the global workforce. This is the core principle of college-, career-, and world-readiness. Why Do We Need New Standards? Maryland’s initial world language standards were adopted in 2009, as a response to the No Child Left Behind Act of 2001, which included world languages as one of the core academic subject areas. In the interim, several changes have occurred at both the state and national levels. These changes include the introduction of the Maryland College and Career-Ready Standards in 2010, a refreshed version of our National World Language Standards in 2014, and the rapid advancements in technology that have brought the languages and cultures of the world into our classrooms. Thus, Maryland’s world language standards have been refreshed to reflect these changes. Alignment to National Standards In 2014, the American Council on the Teaching of Foreign Languages (ACTFL) refreshed its 1996 Standards for Foreign Language Learning to reflect best practices of 21 st century learning and the Common Core (known in Maryland as College and Career-Ready Standards. The World Language Standards and the English Language Arts Common Core Standards are directly aligned as outlined in this crosswalk document. ACTFL has also published several supporting documents in the past few years that inform teacher practice, such as the Proficiency Guidelines (2012), Performance Descriptors (2012), and the NCSSFL/ACTFL Can-Do Statements (2013). Shifts in World Language Teaching and Learning The principles of 21 st century learning have shifted the focus of world language curriculum and pedagogy from learning about the language to authentically engaging in the language. Communication (oral/written/signed) and culture are the organizing principles of today’s language learning. The emphasis is on the student being an active participant in real-life situations, by means of authentic materials, tasks, audiences, and evidence. Teachers and students are encouraged to achieve 90% or more target language use. Students measure their progress using Can-Do statements for their proficiency level. Maryland’s World-Readiness Standards for Learning Languages, as well as the accompanying documents provide a broad framework that assists world language educators transform their instruction to guide their learners to demonstrate how they are able to function in their new languages across the levels of proficiency.
29
Embed
Maryland World-Readiness Standards for Learning Languages...MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES 8 STANDARD 1: COMMUNICATION: Learners communicate effectively
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
1
Maryland World-Readiness Standards for Learning Languages
As a nation we are increasingly aware of our interdependence with diverse cultures and the need for a citizenry that is linguistically and culturally prepared to participate in the world community both inside and outside our borders. Learners must be able to communicate in other languages at higher levels of proficiency and with greater cultural competence than ever before. The Maryland World-Readiness Standards for Learning Languages provide a roadmap to prepare learners to be citizens of the world in order to be successful participants in the global workforce. This is the core principle of college-, career-, and world-readiness. Why Do We Need New Standards?
Maryland’s initial world language standards were adopted in 2009, as a response to the No Child Left Behind Act of 2001, which included world languages as one of the core academic subject areas. In the interim, several changes have occurred at both the state and national levels. These changes include the introduction of the Maryland College and Career-Ready Standards in 2010, a refreshed version of our National World Language Standards in 2014, and the rapid advancements in technology that have brought the languages and cultures of the world into our classrooms. Thus, Maryland’s world language standards have been refreshed to reflect these changes. Alignment to National Standards In 2014, the American Council on the Teaching of Foreign Languages (ACTFL) refreshed its 1996 Standards for Foreign Language Learning to reflect best practices of 21st century learning and the Common Core (known in Maryland as College and Career-Ready Standards. The World Language Standards and the English Language Arts Common Core Standards are directly aligned as outlined in this crosswalk document. ACTFL has also published several supporting documents in the past few years that inform teacher practice, such as the Proficiency Guidelines (2012), Performance Descriptors (2012), and the NCSSFL/ACTFL Can-Do Statements (2013). Shifts in World Language Teaching and Learning
The principles of 21st century learning have shifted the focus of world language curriculum and pedagogy from learning about the language to authentically engaging in the language. Communication (oral/written/signed) and culture are the organizing principles of today’s language learning. The emphasis is on the student being an active participant in real-life situations, by means of authentic materials, tasks, audiences, and evidence. Teachers and students are encouraged to achieve 90% or more target language use. Students measure their progress using Can-Do statements for their proficiency level. Maryland’s World-Readiness Standards for Learning Languages, as well as the accompanying documents provide a broad framework that assists world language educators transform their instruction to guide their learners to demonstrate how they are able to function in their new languages across the levels of proficiency.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
2
Acknowledgements
The Maryland State Department of Education would like to acknowledge and thank the following organizations and individuals for their contributions to the Maryland World-Readiness Standards for Learning Languages: ACTFL (The American Council on the Teaching of Foreign Languages) NCSSFL (The National Council of State Supervisors for Languages) MFLA (The Maryland Foreign Language Association) The Delaware World Languages and International Education Department Standards Work Group Members: Donna Baker Anne Arundel County Public Schools Kim Banks Harford County Public Schools Valada Blake Cecil County Public Schools DeWayne Cash Frederick County Public Schools Jennifer Cornell Howard County Public Schools Jennifer Hernandez Anne Arundel County Public Schools John Neubauer Baltimore City Public Schools Janet Newberry Cecil County Public Schools, retired Judy Opfer Baltimore County Public Schools, retired Bonnie Pechulis Maryland State Department of Education Kim Shinozaki Baltimore County Public Schools Susan Spinnato Maryland State Department of Education Françoise Vandenplas Montgomery County Public Schools Arlene White Salisbury University, retired Tammy Zino-Seergae Cecil County Public Schools
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
3
How to Use This Document
The Maryland World-Readiness Standards for Learning Languages provide a broad framework for local education agencies to develop curriculum, thematic units of study, lesson plans, and performance assessments. Benchmark statements and sample performance indicators are written in student-friendly terms to clearly define what students can do with the language.
The Maryland World-Readiness Standards for Learning Languages mirror the Refreshed National Standards in both content and organization. The 5Cs of Language Learning - Communication, Cultures, Connections, Comparisons, and Communities – are defined as Goal Areas. Each Goal Area contains distinct Content Standards, which describe the knowledge and abilities that all students should acquire. Global Statements describe how well learners are able to use language as they improve their performance from the Novice to the Advanced ranges of proficiency. Below the set of global statements for each level of proficiency are Sample Indicators, which are suggested statements of how students can demonstrate their knowledge of that standard in the target language. Educators are able to customize these Sample Indicators for the content of each unit of study.
The Communication Goal Area (Standards 1.1 - 1.3) is delineated as Interpersonal, Interpretive Listening, Interpretive Reading, Presentational Speaking, and Presentational Writing. This Goal Area reflects the Common Core strands of Reading, Writing, Listening and Speaking. It further aligns to the Common Core strand of Language that outlines proficiency levels with three key benchmarks achieved by learners given sufficient instruction over time: Novice, Intermediate, and Advanced.
The Cultures, Comparisons, Connections, and Communities Goal Areas (Standards 2.1 - 5.2) are also embedded within each of the ELA Common Core Anchor Standards. For a clearer explanation of how the two sets of guidelines align, see the Alignment of the National Standards for Learning Languages with the Common Core State Standards.
The Maryland World-Readiness Standards for Learning Languages are organized by proficiency level. The following graphics approximate the exit proficiency expectations for grade spans PreK-5, Grades 6-8, and Grades 9-12. Please note that instructional hours may vary for FLES and middle school programs based on the structure of the program, the developmental levels of the students, and multiple entry points across the PreK-12 spectrum.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
4
*Instructional hours may vary for FLES and middle school programs based on the structure of the program and developmental levels of the students.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
5
*Instructional hours may vary for FLES and middle school programs based on the structure of the program and developmental levels of the students.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
6
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
7
MARYLAND WORLD-READINESS
STANDARDS FOR LEARNING LANGUAGES
GOAL AREAS STANDARDS
COMMUNICATION Communicate effectively
in more than one language in order to function in a
variety of situations and for multiple purposes.
1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
CULTURES Interact with cultural
competence and understanding
2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives
of the cultures studied.
2.2 Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
CONNECTIONS Connect with other
disciplines and acquire information and diverse
perspectives in order to use the language to function in
academic and career- related situations
3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
COMPARISONS
Develop insight into the nature of language and
culture in order to interact with cultural competence
4.1 Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Communicate and interact with cultural competence in
order to participate in multilingual communities at home and around the world
5.1 School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
8
STANDARD 1: COMMUNICATION: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.1 INTERPERSONAL: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Novice Range Intermediate Range Advanced Range Superior Range
1.1.NL Novice Low
A. Learners can
communicate on some
very familiar topics using single words and phrases
that they have practiced and memorized.
1.1.NM
Novice Mid
A. Learners can
communicate on very familiar topics using a
variety of words and phrases that they have
practiced and memorized.
1.1.NH Novice High
A. Learners can commun-
icate and exchange
information about familiar topics using phrases and
simple sentences sometimes supported by
memorized language.
B. Learners can usually handle short social
interactions in everyday
situations by asking and answering simple
questions.
1.1.IL Intermediate
Low A. Learners can
participate in conversations on a
number of familiar topics using simple sentences.
B. Learners can handle
short social interactions in everyday situations by
asking and answering
simple questions.
1.1.IM
Intermediate Mid A. Learners can
participate in conversations on familiar
topics using sentences and series of sentences.
B. Learners can handle
short social interactions in everyday situations by
asking and answering a
variety of questions. C. Learners can usually
say what they want to say
about themselves and their everyday lives.
1.1.IH
Intermediate High
A. Learners can
participate with ease and confidence in
conversations on familiar topics.
B. Learners can usually
talk about events and experiences in various
time frames.
C. Learners can usually describe people, places,
and things.
D. Learners can handle social interactions in
everyday situations,
sometimes even when there is an unexpected
complication.
1.1.AL
Advanced Low
A. Learners can
participate in conversations about
familiar topics that go beyond their everyday
lives.
B. Learners can talk in an organized way and with
some detail about events
and experiences in various time frames.
C. Learners can describe
people, places, and things in an organized way and
with some detail.
D. Learners can handle a familiar situation with an
unexpected complication.
1.1.AM
Advanced Mid
A. Learners can express
themselves fully not only on familiar topics but also
on some concrete social, academic, and
professional topics.
B. Learners can talk in detail and in an organized
way about events and
experiences in various time frames.
C. Learners can
confidently handle routine situations with an
unexpected complication.
D. Learners can share their points of view in
discussions on some
complex issues.
1.1.AH
Advanced High
A. Learners can express
themselves freely and spontaneously, and for
the most part accurately, on concrete topics and on
most complex issues.
B. Learners can usually support their opinion and
develop hypotheses on
topics of particular interest or personal
expertise.
1.1.S A. Learners can communicate with ease,
accuracy, and fluency.
B. Learners can participate fully and
effectively in discussions
on a variety of topics in formal and informal
settings.
C. Learners can discuss at
length complex issues by
structuring arguments and
developing hypotheses.
SAMPLE INDICATORS
Novice Range Intermediate Range Advanced Range Superior Range 1.1NL
Novice Low
In the target language:
a. Greet peers
b. Introduce self to someone.
c. Answer a few simple
questions. d. __________________
1.1NM
Novice Mid
In the target language:
a. Greet and leave people
in a polite way. b. Introduce self and
others.
c. Answer a variety of simple questions.
d. Make some simple
statements in a conversation.
e. Ask some simple
questions. f. Communicate basic
information about self
and people they know.
1.1NH
Novice High
In the target language:
a. Exchange some
personal information
b. Exchange
information using texts, graphs, or
pictures.
c. Ask for and give simple directions.
d. Make plans with
others. e. Interact with
others in everyday
situations. f. __________________
1.1IL
Intermediate Low In the target language:
a. Have a simple
conversation on a number of everyday topics.
b. Ask and answer
questions on factual information that is
familiar to them.
c. Use the language to meet their basic needs in
familiar situations.
d. ___________________
1.1IM
Intermediate Mid In the target language:
a. Start, maintain, and
end a conversation on a variety of familiar
topics.
b. Talk about their daily activities and personal
preferences.
c. Use their language to handle tasks related to
their personal needs.
d. Exchange information about subjects of special
interest to them.
e. __________________
1.1H
Intermediate High
a. In the target language:
a. Exchange information
related to areas of mutual interest.
b. Use their language to
do a task that requires multiple steps.
c. Use their language to
handle a situation that may have a com-
plication.
d.__________________
1.1AL
Advanced Low
b. In the target language:
a. Participate in
conversations on a wide variety of topics that go
beyond their everyday
lives. b. Compare and contrast
life in different locations
and in different times. c. Resolve an unexpected
complication that arises
in a familiar situation. d. Conduct or participate
in interviews.
e. __________________
1.1AM
Advanced Mid
In the target language:
a. Communicate
effectively on a wide variety of present, past,
and future events.
b. Exchange general information on topics
outside their fields of
interest. c. Handle a complication
or unexpected turn of
events. d. ___________________
1.1AH
Advanced High
In the target language:
a. Exchange complex
information about academic and
professional tasks.
b. Exchange detailed information on topics
within and beyond their
fields of interest. c. Support their opinions
and construct hypotheses.
d. ___________________
1.1S
In the target language: a. Support opinions
clearly and precisely.
b. Discuss complex information in debates or
meetings.
c. Participate with ease in complex discussions with
multiple participants on a
wide variety of topics. d. __________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
9
g. Communicate some basic information about
their everyday lives.
h. __________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
10
STANDARD 1: COMMUNICATION: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.2L INTERPRETIVE LISTENING: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Novice Range Intermediate Range Advanced Range Superior Range 1.2L.NL
Novice Low
A. Learners can recognize
a few memorized words and phrases when they
hear them spoken.
1.2.L.NM
Novice Mid
A. Learners can recognize
some familiar words and phrases when they hear
them spoken.
1.2L.NH
Novice High
A. Learners can often
understand words, phrases, and simple
sentences related to
everyday life. B. Learners can recognize
pieces of information and
sometimes understand the main topic of what is
being said.
1.2L.IL
Intermediate Low
A. Learners can
understand the main idea in messages and
presentations on a variety
of topics related to everyday life and
personal interests and
studies. B. Learners can
understand the main idea
of simple conversations that they overhear.
1.2L.IM
Intermediate Mid
A. Learners can
understand the main idea in messages and
presentations on a variety
of topics related to everyday life and
personal interests and
studies. B. Learners can
understand the main idea
in conversations that they overhear.
1.2L.AH
Intermediate High
A. Learners can easily
understand the main idea in messages and
presentations on a variety
of topics related to everyday life and
personal interests and
studies. B. Learners can usually
understand a few details
of what they overhear in conversations, even when
something unexpected is
expressed. B. Learners can
sometimes follow what
they hear about events and experiences in
various time frames.
1.2L.AL
Advanced Low
A. Learners can under-
stand the main idea and some supporting details
in organized speech on a
variety of topics of personal and general
interest.
B. Learners can follow stories and descriptions of
some length and in
various time frames. C. Learners can
understand information
presented in a variety of genres on familiar topics,
even when something
unexpected is expressed.
1.2L.AM
Advanced Mid
A. Learners can
understand the main idea and most supporting
detail on a variety of
topics of personal and general interest, as well
as some topics of
professional interest. B. Learners can follow
stories and descriptions of
some length and in various time frames.
C. Learners can
understand information presented in most genres,
even when not familiar
with the topic.
1.2L.AH
Advanced High
A. Learners can easily
follow narrative, informational, and
descriptive speech.
B. Learners can understand discussions on
most topics that deal with
special interests, unfamiliar situations, and
abstract concepts.
C. Learners can sometimes follow
extended arguments and
different points of view.
1.2L.S A. Learners can follow a
wide range of academic and professional
discourse on abstract and
specialized topics. B. Learners can
understand all standard
dialects.
C. Learners can
sometimes infer complex
meaning that requires deep understanding of the
culture.
SAMPLE INDICATORS
Novice Range Intermediate Range Advanced Range Superior Range 1.2L.NL
Novice Low
In the target language:
a. Occasionally identify the sound of a character or
a word.
b. Occasionally understand isolated words
that have been
memorized, particularly when accompanied by
gestures or pictures.
c. __________________
1.2L.NM
Novice Mid
In the target language:
a. Understand a few courtesy phrases.
b. Recognize and
sometimes understand basic information in
words and phrases that
they have memorized. c. Recognize and
sometimes understand
words and phrases that they have learned for
specific purposes.
d. ___________________
1.2L.NH
Novice High
In the target language:
a. Sometimes understand simple questions or
statements on familiar
topics. b. Understand simple
information when
presented with pictures and graphs.
c. Sometimes understand
the main topic of conversations that they
overhear.
d. ___________________
1.2L.IL
Intermediate Low
In the target language:
a. Understand the basic purpose of a message.
b. Understand messages
related to their basic needs.
c. Understand questions
and simple statements on everyday topics
when learners are part
of the conversation. d. _________________
1.2L.IM
Intermediate Mid
In the target language:
a. Understand basic information in ads,
announcements, and
other simple recordings. b. Understand the main
idea of what they listen to
for personal enjoyment. c. Understand messages
related to their everyday
life. d. __________________
1.2L.IH
Intermediate High
In the target language:
a. Easily understand straightforward
information or
interactions. b. Understand a few
details in ads,
announcements, and other simple recordings.
c. Sometimes understand
situations with complicating factors.
d. __________________
1.2L.AL
Advanced Low
In the target language:
a. Understand descriptions and stories of
events that have
happened or will happen. b. Understand the main
idea of popular genres.
c. __________________
1.2L.AM
Advanced Mid
In the target language:
a. Understand the main idea and many details of
descriptions or
interviews. b. Understand accounts of
events.
c. Understand directions and instructions on
everyday tasks.
d. __________________
1.2L.AH
Advanced High
In the target language:
a. Easily understand detailed reports and
exposés.
b. Often understand various viewpoints in
extended arguments.
c. Understand discussions and presentations on
many concrete and
abstract topics. d. __________________
1.2L.S In the target language:
a. Understand a variety of abstract and technical
topics within learner’s
field of expertise. b. Understand discussions
on various issues of
general interest. c. Understand
implications and
inferences in discussions
or presentations.
d. __________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
11
STANDARD 1: COMMUNICATION: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.2R INTERPRETIVE READING: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Novice Range Intermediate Range Advanced Range Superior Range 1.2R.NL
Novice Low
A. Learners can recognize
a few letters or characters. B. Learners can identify a
few memorized words and phrases when they read.
1.2R.NM
Novice Mid
A. Learners can recognize
some letters or characters. B. Learners can
understand some learned or memorized words and
phrases when they read.
1.2R.NH
Novice High
A. Learners can
understand familiar words, phrases, and
sentences within short and simple texts related to
everyday life.
B. Learners can sometimes understand the
main idea of what they
have read.
1.2R.IL
Intermediate Low
A. Learners can
understand the main idea of short and simple texts
when the topic is familiar.
1.2.R.IM
Intermediate Mid A. Learners can
understand the main idea of texts related to
everyday life and personal interests or
studies.
1.2R.IH
Intermediate High
A. Learners can easily
understand the main idea
of texts related to everyday life, personal
interests, and studies.
B. Learners can sometimes follow stories
and descriptions about
events and experiences in
various time frames.
1.2R.AL
Advanced Low
A. Learners can
understand the main idea and some supporting
details on a variety of topics of personal and
general interest.
B. Learners can follow stories and descriptions of
some length and in
various time frames and genres.
1.2R.AM
Advanced Mid
A. Learners can
understand the main idea and most supporting
details in texts on a variety of topics of
personal and general
interest, as well as some professional topics.
B. Learners can follow
stories and descriptions of considerable length and
in various time frames.
C. Learners can understand texts written
in a variety of genres,
even when they are unfamiliar with the topic.
1.2R.AH
Advanced High
A. Learners can easily
follow narrative, informational, and
descriptive texts. B. Learners can
understand what they
read on most topics that deal with special
interests, unfamiliar
situations, and abstract concepts.
C. Learners can
sometimes understand extended arguments and
different points of view.
1.2R.S A. Learners can follow academic, professional,
and literary texts on a
wide range of both familiar and unfamiliar
subjects.
B. Learners can sometimes infer complex
meaning that requires
analysis and deep
understanding of the
culture.
SAMPLE INDICATORS
Novice Range Intermediate Range Advanced Range Superior Range 1.2R.NL
Novice Low
In the target language: a. Recognize a few letters
or characters. b. Connect some words,
phrases, or characters to
their meanings. c. _________________
1.2R.NM
Novice Mid
In the target language: a. Recognize words,
phrases, and characters with the help of visuals.
b. Recognize words,
phrases, and characters when they associate them
with things they already
know. c. __________________
1.2R.NH
Novice High
In the target language: a. a. Usually understand short
simple messages on familiar topics.
b. b. Sometimes understand
short, simple descriptions with the help of pictures or
graphs.
c. c. Sometimes understand the main idea of published
materials.
d. Understand simple everyday notices in
public places on
topics that are familiar to them.
e. __________________
1.2R.IL
Intermediate Low
In the target language: a. Understand messages
in which the writer tells or asks the learner about
topics of personal
interest. b. Identify some simple
information needed on
forms. c. Identify some
information from news
media. d. ________________
1.2R.IM
Intermediate Mid
In the target language: a. Understand simple
personal questions. b. Understand basic
information in ads,
announcements, and other simple texts.
c. Understand the main
idea of what they read for personal enjoyment.
d. Read simple written
exchanges between other people.
e. _________________
1.2R.IH
Intermediate High
c. In the target language: a. Understand accounts of
personal events or experiences.
b. Sometimes follow
short, written instructions when supported by
visuals.
c. Understand the main idea of and a few
supporting facts about
famous people and historic events.
d.__________________
1.2R.AL
Advanced Low
d. In the target language: a. Find and use
information for practical purposes.
b. Read texts that
compare and contrast information.
c. Follow simple written
instructions. d. __________________
1.2R.AM
Advanced Mid
In the target language: a. Follow the general idea
and some details of what is written in a variety of
stories and auto-
biographical accounts. b. Understand general
information on topics
outside their field of interest.
c. Understand messages
on a wide variety of past, present, and future
events.
d. _________________
1.2R.AH
Advanced High
In the target language: a. Understand narrative,
descriptive, and informational texts of any
length.
b. Read about most topics of special interest.
c. Read most general
fiction and non-fiction. d. ________________
1.2R.S
In the target language:
a. Analyze the primary argument and supporting
details. b. Understand detailed
information within and
beyond their fields of interest.
c. Comprehend complex
texts on abstract topics of interest to them.
d.__________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
12
STANDARD 1: COMMUNICATION: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.3S PRESENTATIONAL SPEAKING: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners,
readers, or viewers.
Novice Range Intermediate Range Advanced Range Superior Range 1.3S.NL
Novice Low
A. Learners can present
information about them-selves and some other
very familiar topics using
single words or memorized phrases.
1.3S.NM
Novice Mid
A. Learners can present
information about them-selves and some other
very familiar topics using
a variety of words, phrases, and memorized
expressions.
1.3S.NH
Novice High
A. Learners can present
basic information on familiar topics using
language they have
practiced using phrases and simple sentences.
1.3S.IL
Intermediate Low A. Learners can present
information on most familiar topics using a
series of simple
sentences.
1.3S.IM
Intermediate Mid A. Learners can make
presentations on a wide variety of familiar topics
using connected
sentences.
1.3S.IH
Intermediate High
A. Learners can make
presentations in a generally organized way
on school, work, and
community topics, and on topics they have
researched. B. Learners can make
presentations on some
events and experiences in various time frames.
1.3S.AL
Advanced Low
A. Learners can deliver
organized presentations, appropriate to their
audience, on a variety of
topics. B. Learners can present
information about events and experiences in
various time frames.
1.3S.AM
Advanced Mid
A. Learners can deliver
well-organized presentations on concrete
social, academic, and
professional topics. B. Learners can present
detailed information about events and experiences in
various time frames.
1.3S.AH
Advanced High
A. Learners can deliver
detailed presentations, usually with accuracy,
clarity, and precision,
on a variety of topics and issues related to
community interests and some special fields
of expertise.
1.3S
A. Learners can deliver detailed presentations
with accuracy, clarity,
and precision to a wide variety of audiences on
topics and issues ranging
from broad general
interests to areas of
specialized expertise.
SAMPLE INDICATORS
Novice Range Intermediate Range Advanced Range Superior Range 1.3S.NL
Novice Low
In the target language:
a. Recite words and
phrases that they have learned.
b. State the names of
familiar people, places, and objects in pictures
and posters using words
or memorized phrases. c. Introduce themselves
to a group. d. Recite short
memorized phrases, parts
of poems, and rhymes. e. _________________
1.3S.NM
Novice Mid
In the target language:
a. Present information
about them-selves and others using words and
phrases.
b. Express their likes and dislikes using words,
phrases, and memorized
expressions. c. Present information
about familiar items in their immediate
environment.
d. Talk about their daily activities using words,
phrases, and memorized
expressions. e. Present simple
information about
something they learned using words, phrases, and
memorized expressions.
f. __________________
1.3S.NH
Novice High In the target language:
a. Present
information about their life using
phrases and simple
sentences. b. Tell about a
familiar experience
or event using phrases and simple
sentences. c. Present basic
information about a
familiar person, place, or thing using
phrases and simple
sentences. d. __________________
1.3S.IL
Intermediate Low In the target language:
a. Talk about people,
activities, events, and experiences.
b. Express their needs
and wants. c. Present information
on plans, instructions,
and directions. d. Present songs, short
skits, or dramatic readings.
e. Express their
preferences on topics of interest.
f. _________________
1.3S.IM
Intermediate Mid In the target language:
a. Make a presentation
about their personal and social experiences.
b. Make a presentation on
something they have learned or researched.
c. Make a presentation
about common interests and issues and state their
viewpoint. d. __________________
1.3S.IH
Intermediate High
e. In the target language:
a. Understand accounts of
personal events or experiences.
b. Sometimes follow
short, written instructions when supported by
visuals.
c. Understand the main idea of and a few
supporting facts about famous people and
historic events.
d. __________________
1.3S.AL
Advanced Low
f. In the target language:
a. Deliver short
presentations on a number of academic and
workplace topics.
b. Deliver short presentations on social
and cultural topics.
c. Explain issues of public and community
interest, including different viewpoints.
d. Deliver presentations
for a specific audience. e. _________________
1.3S.AM
Advanced Mid
In the target language:
a. Present information
about events of public or personal interest.
b. Convey their ideas and
elaborate on a variety of academic topics.
c. Give presentations with
ease and detail on a wide variety of topics related
to professional interests. d. _________________
1.3S.AH
Advanced High
In the target language:
a. Present complex
information on many concrete topics and
related issues.
b. Present a viewpoint with supporting
arguments on a complex
issue. c. Use appropriate
presentational conventions and
strategies.
d. _________________
1.3S.S
In the target language: a. Give a clearly
articulated and well-
structured presentation on a complex topic or issue.
b. Adapt the language in
their presentation for casual, professional, or
general public audiences.
c. Depart from the prepared text of their
presentation when appropriate.
d. _________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
13
STANDARD 1: COMMUNICATION: Learners communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.3W PRESENTATIONAL WRITING: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners,
readers, or viewers.
Novice Range Intermediate Range Advanced Range Superior Range 1.3W.NL
Novice Low
A. Learners can copy some familiar words,
characters, or phrases.
1.3W.NM
Novice Mid
A. Learners can write lists and memorized phrases
on familiar topics.
1.3W.NH
Novice High
A. Learners can write short messages and notes
on familiar topics related
to everyday life.
1.3W.IL
Intermediate Low A. Learners can write briefly about most
familiar topics and
present information using a series of simple
sentences.
1.3W.IM
Intermediate Mid A. Learners can write on a wide variety of familiar
topics using connected
sentences.
1.3W.IH
Intermediate High
A. Learners can write on topics related to school,
work, and community in
a generally organized way.
B. Learners can write
some simple paragraphs about events and
experiences in various
time frames.
1.3W.AL
Advanced Low
A. Learners can deliver organized presentations,
appropriate to their
audience, on a variety of topics.
B. Learners can present
information about events and experiences in
various time frames.
1.3W.AM
Advanced Mid
A. Learners can write on general interest, academic,
and professional topics.
B. Learners can write organized paragraphs about
events and experiences in
various time frames.
1.3W.AH
Advanced High
A. Learners can write extensively with
significant precision
and detail on a variety of topics, most
complex issues, and
some special fields of expertise.
1.3WS
A. Learners can write
about complex and abstract issues ranging
from topics of broad
general interests to areas of specialized expertise
using standard structure,
lexicon, and writing protocols.
SAMPLE INDICATORS
Novice Range Intermediate Range Advanced Range Superior Range
1.3W.NL
Novice Low
In the target language: a. Copy some characters
or letters and words that
they see on the wall or board, in a book, or on
the computer.
b. Write words and phrases that they have
learned.
c. Label familiar people, places, and objects in
pictures and posters.
d. ________________
1.3W.NM
Novice Mid
In the target language: a. Fill out a simple form
with some basic personal
information. b. Write about
themselves using learned
phrases and memorized expressions.
c. List their daily
activities and write lists that help them in their
day-to-day life.
d. Write notes about something they have
learned using lists,
phrases, and memorized expressions.
e.__________________
1.3W.NH
Novice High In the target
language: a. Write information about
their daily life in a letter,
blog, discussion board, or email message.
b. Write short notes using
phrases and simple sentences.
c. Write about a familiar
experience or event using practiced material.
d. Write basic information
about things they have learned.
e. Ask for information in
writing. f. ___________________
1.3W.IL
Intermediate Low In the target language: a. Write messages and
announcements.
b. Write short reports about something they
have learned or
researched. c. Compose
communications for
public distribution. d. _________________
1.3W.IM
Intermediate Mid In the target language: a. Write about school and
academic topics.
b. Write about work and career topics.
c. Write about
community topics and events.
d. Write about an
entertainment or social event.
e. __________________
1.3W.IH
Intermediate High
g. In the target language: a. Write about school
and academic topics.
b. Write about work and career topics.
c. Write about
community topics and events.
d. Write about an
entertainment or social event.
e.__________________
1.3W.AL
Advanced Low
h. In the target language: i. a. Meet basic school and
academic writing needs.
j. b. Meet basic work and career writing needs.
k. c. Meet basic social and
civic writing needs. l. d. _________________
a.
1.3W.AM
Advanced Mid
In the target language: a. Write well organized
texts for a variety of
academic purposes. b. Write well organized
texts for a variety of
professional purposes. c. Write well organized
texts for a variety of
general interest purposes. d. _________________
1.3W.AH
Advanced High
In the target language: a. Write using target
language and culture
conventions to present and elaborate a point of
view.
b. Write using target language and culture
conventions for
informational purposes. c. Write using target
language and culture
conventions for formal purposes.
d. ________________.
1.3W.S
In the target language:
a. Write effectively about complex and abstract
issues of general interest.
b. Write about complex and abstract issues on
academic and
professional topics. c. Develop an argument
using the writing
mechanics and organizational style of the
target language and
culture. d. _________________
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
14
STANDARD 2: CULTURES: Learners interact with cultural competence and understanding.
2.1: RELATING CULTURAL PRACTICES TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
SAMPLE GRADE LEVEL INDICATORS
2.1N
Novice Range
2.1I
Intermediate Range
2.1A
Advanced Range
Novice learners in elementary school can:
Use appropriate gestures and oral expressions for greetings, leave
takings, and common classroom or social interactions.
Participate in or simulate age-appropriate cultural activities such as
games, birthday celebrations, storytelling, and dramatizations.
Create or propose simple cultural triangles connecting practices to
associated products and perspectives.
Observe and imitate simple patterns of behavior at school.
Use words and phrases to describe what people from the target culture
are doing in photos and short videos and ask simple questions about
characteristics of daily life after looking at the photos or short videos.
List practices observed in a video of a festival or holiday celebrated in the
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
15
STANDARD 2: CULTURES: Learners interact with cultural competence and understanding.
2.1: RELATING CULTURAL PRACTICES TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
Participate in or simulate age-appropriate cultural activities such as
games, birthday celebrations, storytelling, and dramatizations.
Create or propose simple cultural triangles connecting practices to
associated products and perspectives.
Observe, identify, and/or imitate simple patterns of behavior or
interaction in various settings such as campus, family, and the
community.
List and identify practices observed in a video that are outcomes of
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
16
STANDARD 2: CULTURES: Learners interact with cultural competence and understanding.
2.2: RELATING CULTURAL PRODUCTS TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures
studied.
SAMPLE GRADE LEVEL INDICATORS
2.2N
Novice Range
2.2I
Intermediate Range
2.2A
Advanced Range
Novice learners in elementary school can:
Identify and observe tangible products of the target culture such as toys,
dress, homes, monuments, currency, famous people, and art.
Identify, discuss, and produce types of artwork, crafts, or graphic
representations enjoyed or made by their peer group within the target
culture such as models of monuments, mosaics, murals, and traditional
recipes.
Identify and tell the purpose of products of the target culture.
Listen to or read about expressive products of the target culture such as
children’s or traditional songs, selections from the literature commonly
read, and types of artwork enjoyed or produced by their peer group in the
target culture.
Illustrate products associated with the target culture.
Make simple cultural triangles showing the relationship of products,
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
17
STANDARD 2: CULTURES: Learners interact with cultural competence and understanding.
2.2: RELATING CULTURAL PRODUCTS TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
18
STANDARD 3: CONNECTIONS: Learners connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.1: MAKING CONNECTIONS: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
SAMPLE GRADE LEVEL INDICATORS
3.1N
Novice Range
3.1I
Intermediate Range
3.1A
Advanced Range
Novice learners in elementary school can:
Identify and label items in the target language on charts and visuals used
as instructional materials in other content areas, including weather, math
facts, measurements, animals, musical instruments, or geographical
formations.
Draw and mark maps of their cities, states, and of countries where the
target language is used with civic and geographic features studied in
other classes.
Use a website about the rainforest that was introduced in a science class
to create a product in the target language that highlights plants, animal
life, and weather in the area.
Read or listen to stories from the target culture and compare them to
familiar stories from the same genre (e.g., folklore, fables, myths,
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
19
STANDARD 3: CONNECTIONS: Learners connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.1: MAKING CONNECTIONS: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Novice learners at the postsecondary level can:
Identify, label, describe, and compare items in the target language on
charts and visuals used as instructional materials in other content areas,
such as mathematics, art, geography, music, or social sciences.
Draw and mark maps (of places where they live and places where the
target language is spoken) with civic and geographic features studied in
other classes.
Read and view different text types and genres (with an emphasis on
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
20
STANDARD 3: CONNECTIONS: Learners connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.2: ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
SAMPLE GRADE LEVEL INDICATORS
3.2N
Novice Range
3.2I
Intermediate Range
3.2A
Advanced Range
Novice learners in elementary school can:
Read, listen to, or talk about age-appropriate school content such as
ecology, social studies, sciences, the arts, physical education, and health.
Expand vocabulary for working with school content through illustrated
visuals (e.g., plants, anatomy, timelines of historical periods, maps).
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
21
STANDARD 3: CONNECTIONS: Learners connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.2: ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Present on an internationally known figure from history, science, or the
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
22
STANDARD 4: COMPARISONS: Learners develop insight into the nature of language and culture in order to interact with cultural competence.
4.1: LANGUAGE COMPARISONS: Learners use the language to investigate, explain and reflect on the nature of language through comparisons of the language studied and their own.
SAMPLE GRADE LEVEL INDICATORS
4.1N
Novice Range
4.1I
Intermediate Range
4.1A
Advanced Range
Novice learners in elementary school can:
Cite and use examples of words that are similar in the language they are
learning and their native language and they pose guesses about why
languages in general might need to borrow words.
Identify cognates between the target language and their native language
and cite the patterns that connect them, and they detect false cognates
when the context in which they see them suggests a misfit.
Inventory idiomatic expressions in both their native language and the
language being learned and talk about how idiomatic expressions work in
general.
Observe and identify formal and informal forms of language in greetings
and leave-takings.
Report differences and similarities between the sound and writing
systems of their own language and the language being learned.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
23
STANDARD 4: COMPARISONS: Learners develop insight into the nature of language and culture in order to interact with cultural competence.
4.1: LANGUAGE COMPARISONS: Learners use the language to investigate, explain and reflect on the nature of language through comparisons of the language studied and their own.
Report differences and similarities between the sound and writing
systems of their own language and the language being learned.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
24
STANDARD 4: COMPARISONS: Learners develop insight into the nature of language and culture in order to interact with cultural competence.
4.2: CULTURAL COMPARISONS: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
SAMPLE GRADE LEVEL INDICATORS
4.2N
Novice Range
4.2I
Intermediate Range
4.2A
Advanced Range
Novice learners in elementary school can:
Appropriately use gestures used to greet friends, family, or new
acquaintances.
Compare and contrast tangible products (e.g., toys, sports, equipment,
foods) of the target culture and their own.
Compare simple patterns of behavior or interaction in various cultural
settings (e.g., transportation to school, eating habits).
Compare and contrast intangible products (e.g., rhymes, songs, folktales)
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
25
STANDARD 4: COMPARISONS: Learners develop insight into the nature of language and culture in order to interact with cultural competence.
4.2: CULTURAL COMPARISONS: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. in creative works from the target culture and their own.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
26
STANDARD 5: COMMUNITIES: Learners communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.1: SCHOOL AND GLOBAL COMMUNITIES: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
SAMPLE GRADE LEVEL INDICATORS
5.1N
Novice Range
5.1I
Intermediate Range
5.1A
Advanced Range
Novice learners in elementary school can:
Identify places that another language is used and attempt to interact with
the language in some way (e.g., finding products in the language at a
grocery store, attempting to speak to a community member in a library or
restaurant).
Access relationships with speakers of the language either in person or via
texting, email, social media forums, or voice chats.
Identify professions that require proficiency in another language.
Conduct online research and report on a cultural event or a school topic.
Write and illustrate short stories to present to others.
Perform for school, campus, or community celebrations.
Discuss and express opinions on current events and issues through
interpersonal oral or written exchanges with speakers of the target
language and/or students in other classes, in face-to-face or virtual
settings (e.g., social media, instant messaging, video conferencing)/
Volunteer for a community organization, participate in a career
exploration or school-to-work project, or complete an internship that
requires proficiency in the target language and culture.
Use community resources in addition to library and online resources to
research a topic related to culture and/or language study.
Initiate and organize language club activities that benefit the school,
community, or other organizations.
Write and illustrate stories to present to others.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
27
STANDARD 5: COMMUNITIES: Learners communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.1: SCHOOL AND GLOBAL COMMUNITIES: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
Simulate interactions that might take place in a community setting.
Write and illustrate short texts intended for a specific audience in
collaboration with students in other classes.
Prepare a group presentation or performance for a school, campus, or
community event.
Write and illustrate short stories to present to others.
Perform for school, campus, or community celebrations.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
28
STANDARD 5: COMMUNITIES: Learners communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.2: LIFELONG LEARNING: Learners set goals and reflect on their progress in using language for enjoyment, enrichment, and advancement.
SAMPLE GRADE LEVEL INDICATORS
5.2N
Novice Range
5.2I
Intermediate Range
5.2A
Advanced Range
Novice learners in elementary school can:
Interpret material and/or use media from the target language and culture
for enjoyment.
Play sports or games from the target culture.
Exchange information about topics of personal interest.
Plan real or imaginary travel.
Attend or use media to view cultural events and social activities.
Listen to music, sing songs, or play musical instruments from the target
culture.
Create can-do statements with the help of their teachers of what they
want to communicate in the target language for each unit of instruction.
Collect evidence showing that they have achieved the can-do statements
Use the NCSSFL-ACTFL Can-Do Global Benchmarks to set SMART
goals (specific, measurable, attainable, relevant, and timebound) to
monitor and reflect on their progress in communication skills.
Collect evidence showing that they have achieved the SMART goals they
have set for each unit of instruction.
Regularly consult target language resources for personal enrichment,
entertainment, and professional advancement.
Regularly interact with speakers of the target language in face-to-face or
virtual settings.
MARYLAND WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
29
STANDARD 5: COMMUNITIES: Learners communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.2: LIFELONG LEARNING: Learners set goals and reflect on their progress in using language for enjoyment, enrichment, and advancement.